Dr' Starlin D' Weaver

1
Dr. Starlin D. Weaver

• Salisbury State University
• Maryland
• sdweaver_at_ssu.edu

2
Using Childrens Literature and Storytelling to
Initiate the Inquiry Process in Elementary School
Science
3
Science Process Skills

• Observing
• Classifying/Comparing
• Sequencing
• Measuring
• Communicating/Using Language
• Collecting and Using Data
• Predicting/Estimating
• Inferring

4
Rationale

• Koballa Bethel (1985) state that integration of
  science with other disciplines has the potential
  to improve both the quantity and quality of
  science instruction and learning.
• Freire (1985) contends that children must become
  problem posers rather than merely solve problems
  created by their teacher.

5

• Edelsky (1994) asserts that an environment in
  which childrens ideas are valued is necessary
  for learners to pursue questions that really
  matter.
• Dewey (1938) states that teachers should provide
  learning experiences that will challenge
  students thinking, and they should also
  establish environments that support childrens
  investigations.

6

• Lipke (1996) believes that storytelling is the
  most powerful teaching and learning method known.
• The National Science Research Council (1996)
  outlines in the National Science Education
  Standards a vision that includes the use of
  inquiry as a primary tool for the teaching of
  elementary school science.

7
Common Observations

• Many elementary school teachers express a fear
  or dislike of science.
• Science is often a neglected subject in
  elementary school classrooms.
• Reading and language arts are always taught in
  elementary schools.

8
Beginning The Process

• Trade Book
• Select a fiction trade book
• for example Owen by Henkes
• Storytelling
• Traditional Tale
• for example Goldilocks and The Three Bears

9
Have Fun

• Enjoy reading the book or telling the story!

10
Generate a List of Potential Questions

• Brainstorm questions that you are curious about
  after reading the book and hearing the story.

11
The Investigation

• Use science process skills to plan the
  investigation.
• Carry out the investigation.
• Draw tentative conclusions.

12
References

• Adams, D. Hamm, M. (1998). Collaborative
  inquiry in science math, and technology.
  Portsmouth, NH Heinemann.
• Dewey, J. (1938). Experience and education. New
  York Collier.
• Edelsky, C. (1994). Education for democracy.
  Language Arts, 71(1), 252-257.

13
References (cont.)

• Freire, P. (1985). The politics of education.
  South Hadley, MA Bergin and Garvey.
• Koballa, T.R., Jr. Bethel, L. J. (1985).
  Integration of science and other subjects. In D.
  Holdzkom P. B. Lutz (Eds.), Research within
  reach Science education. A research-guided
  response to the concerns of educators.
  Charleston, WV Appalachia Educational
  Laboratory, Inc.

14
References (cont.)

• Lipke, B. (1996). Figures, Facts, Fables
  Telling Tales in Science and Math. Portsmouth,
  NH Heinemann.
• National Research Council. (1996). National
  science education standards. Washington, DC
  National Academy Press.

15
Bear Data